Pedagoginen dokumentointi Reggio Emilian ja jälkistrukturalismin viitekehyksessä

Authors

• Jan-Erik Mansikka Helsingin yliopisto, Finland

Keywords:

Pedagogical documentation, pedagoginen dokumentointi, Reggio Emilia, post-structuralism, jälkistrukturalismi, participation, osallisuus, evaluation of Early Childhood Education, varhaiskasvatuksen arviointi

Abstract

The article deals with the concept of pedagogical documentation, which has gained an important role in the new Curriculum of Early Childhood Education (2018). It is however not unequivocal what the concept entail and how it should be implemented in practice. The main objective of the article is to look at pedagogical documentation from the perspective of Reggio Emilia, as well as some theoretical perspectives influenced by poststructuralist thinking. Within these discourses, pedagogical documentation appears to be demanding, but opening up new possibilities. From Reggio perspective, and leaning on Deleuze and Guattari, it is also argued that pedagogical documentation ought to be based on collective and situation-based reflexivity; otherwise, it will easily be solidified to a normative practice of evaluation. From such a perspective, pedagogical documentation as a working method fits well into the ECEC culture in the Nordic countries, where a certain openness in relation to learning and evaluation in ECE.